PhD-project at the Norwegian Academy of Music.
The project aims at describing and understanding how general music teacher educators and programmes seek to qualify their students for professional work as music teachers in primary and secondary education. What is the content of the programmes? How is theory and practice balanced? What role is given to teaching methods (undervisningsmetodikk)?
Central theoretical positions are the continental, analytic "Didaktikk" tradition, supplemented by discourse theory and sociological theory, describing the field of music education as subject to debate, discursive formations and reformations, and influenced by both individual and structural elements.
Main research questions are:
What is the educational content of general music teacher education programmes, and in which knowledge bases does this content rest?
How is teaching methods (metodikk, undervisningsmetoder) conceived and used as content in the programmes?
What individual, structural and discursive factors seem to influence the choice of educational content?